With the increase of multilingual pupils in European schools and research insights claiming that language skills are transferable across languages, varieties and registers (Cenoz and Gorter 2015; Cummins 2008), there is a call for a change towards multilingual educational models. Recent research suggests that both multilingual and monolingual pupils would benefit from a so-called heteroglossic approach in which majority as well as minority, immigrant languages and dialects are incorporated in instruction (May 2014; Flores and Beatens-Beardsmore 2015). This approach has been termed the multilingual turn in education (Conteh & Meier 2014). Melo-Pfeifer argues that the multilingual turn "legitimizes the use of multalistic approaches to languages and cultures, as well as the development of an integrated language learning curriculum (namely for the L3 or additional languages), that fully acknowledges pupils' linguistic biographies and previous knowledge" (2018, p. 207). This symposium focuses on multilingual education models in highly diverse areas in Europe (e.g. province of Friesland - the Netherlands, Catalonia and Basque Country - Spain, South Tyrol- Italy, etc.). It aims at exploring different multilingual education models that involve all languages (minority, majority, foreign, immigrant, dialects, etc.) spoken in the areas, including amongst others, didactical approaches such as translanguaging, CLIL and immersion.
With the increase of multilingual pupils in European schools and research insights claiming that language skills are transferable across languages, varieties and registers (Cenoz and Gorter 2015; Cummins 2008), there is a call for a change towards multilingual educational models. Recent research suggests that both multilingual and monolingual pupils would benefit from a so-called heteroglossic approach in which majority as well as minority, immigrant languages and dialects are incorporated in instruction (May 2014; Flores and Beatens-Beardsmore 2015). This approach has been termed the multilingual turn in education (Conteh & Meier 2014). Melo-Pfeifer argues that the multilingual turn "legitimizes the use of multalistic approaches to languages and cultures, as well as the development of an integrated language learning curriculum (namely for the L3 or additional languages), that fully acknowledges pupils' linguistic biographies and previous knowledge" (2018, p. 207). This symposium focuses on multilingual education models in highly diverse areas in Europe (e.g. province of Friesland - the Netherlands, Catalonia and Basque Country - Spain, South Tyrol- Italy, etc.). It aims at exploring different multilingual education models that involve all languages (minority, majority, foreign, immigrant, dialects, etc.) spoken in the areas, including amongst others, didactical approaches such as translanguaging, CLIL and immersion.
Room 1 AILA 2021 aila2021@gcb.nl
Csanád Bodó
János Imre Heltai
Bernadett Jani-Demetriou
Petteri Laihonen
Nicole Nau
Sanita Lazdina
Heiko Marten
Shu-Chen Huang
Irina Moira Cavaion
Lukas Urbanek
Jordi JagerTechnical Issues?
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